Pre-Plan

BYU-Idaho Preschool
Lab 3
Tools in Construction
Date for Pre-Plan Review: Wednesday, May 28th, 2014
Date Plan will be taught: Wednesday, June 18th, 2014
Level Three Supervisor: Kristy
Lead Teacher: Melanie
Children and Learning/Development Goals:
1

Jackson: Focus on numbers and their relationship to counting

He needs help in counting and recognition of number value. He also needs
help learning how to share with other children. Sorting the colored blocks into
shapes and colors will help Jackson practice counting objects. When counting
out the blocks repeatedly, overtime he will recognize that numbers have
meaning.

Samantha: Number awareness

She needs help in counting and recognition of number value. Sorting the
wood blocks into shapes and colors will help Samantha practice counting and
categorizing the tools into groups.

Jacob: Language development; speak correctly. Making friends!

His goal is use correct language, such as saying I instead of Jacob. Jacob is
also very shy and doesnt know how to socially play with other children. Our
goal is to help him play with other children and develop socially amongst his
peers. The block area is a good place for Jacob to practice playing with other
children and talking with the other children. As Jacob plays with the tool box
and construction pieces he can use his language skills to make friends and
practice talking with his peers.

Eli: Sharing and playing well with other children

He needs help learning not to take toys away from other children and how to
play well with other children. The block area is good place for Eli to learn to
share his toys and how to play with other children. Eli enjoys going to the
black area daily and can practice playing with other children as he plays with
the tool box and other tools around the classroom.

Ellie: Recognizing print, especially letters and her own name.

Her goal is to recognize her name on her name tag and practice listening to
and comprehending story lines. As we read story books to Ellie and point to
the print on the page she will begin to recognize that print has meaning. As

well as when she finds her name tag each day, she will learn the letters and
shapes that make up her name.
6 Ashley: Language development
She has a goal to use correct language and to start using her talking voice
more in everyday activities. If she doesnt have to talk she wont. We want to
pull her words out by asking her questions that help her use her vocabulary
to engage in conversation. As she manipulates the different activities she will
be using her words to describe what she is doing, especially in the block and
dramatic play areas. As she continually talks with her peers and teachers her
language development will increase.

Preassessment and Findings:

Our children have been really interested in construction and the tools
used to construct. When we had the ice lesson a week ago we gave our
children hammers to crush the ice. They were intrigued and engaged in
hammering the ice for a good 10 minutes with this one activity. The boys in
our classroom have a tendency to load the dump trucks full of wooden blocks
and roll the trucks around to drop them off at the working site. I would like
to change their speech to include construction site.
In the block area I was building a house with Eli, Kyle, Ashley and
Jacob. Eli looked at one of the blocks and said this looks like a hammer and
immediately started hammering the other wooden blocks to set them into
place Soon the other children in this group found blocks to hammer with. I
had a conversation with Eli after words and asked why he liked to hammer
blocks into place. He answered because I am a builder and the blacks were
falling down too much. He and the others continued to hammer the blocks
together for an extended amount of time.
Along with allowing the children to manipulate many different tools
that are used in construction, I also want the children to learn that each tool
has its own function. Hammers cannot screw things in and screw drivers
cannot sand down wood. Each tool is specific to the job that it is used for. I
watched the children who hammered and some children would say this is my
screwer [screw driver] then beat a block like they would with a hammer.
Then Eli would call out this is my hammer and twist the block around like he
would a screw driver. I noticed that they liked to build things together with
different tools but they did not know that tools have certain functions.
I had a conversation with Samantha and asked if she knew all the
different tools used in construction she mentions some of the more known
tools such as the hammer and nails but she did not know what a level of
sand paper and others were.

Ideas to be Emphasized:
1. Many tools are used in construction; such as hammers, screw drivers,
sand paper, levels, nails/screws, and wrenches.
2. Each tool has its own function and purpose.
Questions to be answered by the children:
1. Can only one tool be used for all of the construction needs?
2. What can each tool do/
3. What are the limits of each tool? (what can the tool not do)
First-hand Experiences:
1. Tools will be provided for students to use in their correct function. Tools
such as sand paper, wrenches, hammers, etc. will be used for their
correct purpose.
Students: Do not write in the box.
Committee Outcome
Approved Approved with revisions Not Approved
Resubmit by ______________________________

Pre-Lesson Plan Evaluation Form

Web:
All

Omitte
d

r Appears to be researched
r Contains more items than can be addressed
r Includes ideas for various ages of children, both younger and older
r Some items are new knowledge for children and teachers
r Appropriate categories (e.g. Books, Songs, ING Words, Classification (Kinds, Types), Uses,
Benefits, Where, Characteristics)

___5__ / 5

Children:
6+

3-4

1-2

None

All & Insightful

All

Most

Few

Missing

Name of children, with at least one goal listed for each.

Explains how proposed topic, activities and teacher strategies will help children make progress on
goals.

__5___/10

Pre-assessment:

Used multiple methods of assessment

Preassessed
Yes

Maybe

No

>

None

3+

1 (not
Qs)

Question
s

Omitted

multiple children in the lab

Demonstrates effort to find out childrens previous experiences with the topic
Yes

Maybe

No

Demonstrates effort was made to find out childrens knowledge about the topic
Yes

Maybe

No

Demonstrates effort was made to find out childrens interest in the topic
Yes

Maybe

No

Identifies misconceptions children have about the topic, gaps in their knowledge and
questions they have about the topic
Yes

Maybe

No

Yes

Maybe

No

Yes

Maybe

No

Identifies what new experiences should be provided

___6__ /15

Idea(s) to be Emphasized:

Idea(s) are directly related to, and based on, preassessment findings

Statement(s) are true

Yes

Likely

Probably

Maybe

No

Take children beyond present understanding (ideas include some facts children dont know)
Yes

Mostly

Maybe

No

Are developmentally appropriatefor the age, individual and culture

Yes

Mostly

Maybe

No

Are relevant, important, and worth knowing

Yes

Maybe

No

Yes

Maybe

No

Yes

Some

No

The ideas can be uncovered in the time allotted.

There is enough material in the ideas to warrant a full day.

Are phrased as declarative sentences.

___15/ 20

_31____/ 50